Comparison of the effect of collaborative learning and traditional learning method (lecture) on communication skills of medical students in Shiraz University of Medical Sciences in 1398

This study aimed to compare the effect of collaborative learning and traditional learning methods on medical students' communication skills at Shiraz University of Medical Sciences in 1398. This research was a quasi-experimental study with a pretest-posttest design. The statistical population in this study was all basic science students of Shiraz Medical School in 1998. The statistical sample was determined based on Cochran's formula of 208 people. Those who were trained in collaborative learning and communication skills before and after training were examined. The Queen Livestock Communication Skills Questionnaire, which consisted of 34 questions published by the Queen Livestock Institute (2004), was used in this study. The collected data were analyzed using Student's t-test and paired comparison in SPSS software (23). The present study's findings showed that students' mean and standard deviation is the traditional educational method (140.54 46 2.46), and the mean and standard deviation of students is the collaborative educational method (142.31 98 1.98). Based on the results of this study, it can be stated that students trained collaboratively have higher insights and knowledge about the communication process and have more determination than students of the traditional method. The results showed that the collaborative educational method affected students 'communication skills. Students had more communication skills than before; education and collaborative learning significantly improved students' communication skills in the participation-oriented group.